Relevant bibliographies by topics / Students – Self-rating of – Evaluation

Academic literature on the topic 'Students – Self-rating of – Evaluation'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Students – Self-rating of – Evaluation"

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EERMAN ASLANOGLU, Aslihan, Ismail KARAKAYA, and Mehmet SATA. "Evaluation of University Students’ Rating Behaviors in Self and Peer Rating Process via Many Facet Rasch Model." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.89.2.

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R., Hemalatha, and B. S. Shakuntala. "USING MULTIPLE ASSESSORS TO EVALUATE CORE COMPETENCIES OF NURSING STUDENTS: A 360° EVALUATION APPROACH." Journal of Health and Allied Sciences NU 03, no. 03 (September 2013): 013–17. http://dx.doi.org/10.1055/s-0040-1703669.

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AbstractTraditional student evaluations have always been by the teaching faculty with less or no input from the nurses, patients, peers or even student's self. The objective of our study was to use 360 degree feedback in the evaluation of core competencies of final year nursing students and compare the ratings of RN, patients, peers and self rating of student. 374 final year students of selected nursing colleges in Bangalore and Tumkur were enrolled for the study. Patients, RN, peers and students themselves completed evaluator-specific evaluations in the first week of clinical period by using a validated 3 point rating scale of 40 items for both the peer and self and 21 and 20 items for the patients and RN respectively. Mean scores were tallied for each domain and for the total scale. Agreement between the raters was done using Pearson's correlation coefficient. A total of 1496 evaluations were completed for 374 samples. The mean item score ranged from 4.86 to 5.17 across all competency domains. The overall mean rating score for self, peer, client and RN was 43.7(SD 3.16), 43.6 (SD 2.34), 20.6 (SD 1.65) and 20.2 (SD 1.83) respectively. The self and peer ratings of the students were higher than the ratings of RN's and patients. None of the students were at the novice level. The Pearson's correlation coefficient between peer and self evaluation was statistically significant(r=0.28; p at 0.01 level). There was a weak but statistically significant positive relationship between peer and RN evaluation(r=0.11; p at 0.05 level). As different raters rated the students differently there was no significant relationship between self, patient, and RN ratings. This study finds potential value in the use of 360 degree evaluation of nursing students in both the hospital and community settings.
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O'Brocta, Richard, and Nicole Paolini Albanese. "Student self-evaluation of professionalism during advanced pharmacy practice experiences." Pharmacy Education 23, no. 1 (January 21, 2023): 1–6. http://dx.doi.org/10.46542/pe.2023.231.16.

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Objectives: To analyse pharmacy students’ self-evaluation of professionalism criteria during their fourth year in Advanced Pharmacy Practice Experience (APPE) rotations. The authors hypothesised that at least 50% of the evaluation questions will have a self-evaluation rating of ‘exceeds expectations’. Methods: Towards the end of each APPE rotation, students self-evaluated themselves against ten professionalism criteria using a rubric. The data were aggregated and analysed by rotation type and professionalism criteria. Results: A total of 8,120 self-evaluations were reviewed. The percentage of evaluations that were rated at ‘exceeds expectations’ are as follows: Ambulatory Patient Care, 51.9%; Community Pharmacy, 63.4%; Inpatient General Medicine, 48.4%; Hospital/Health Systems, 53.9%; and Electives, 57.1%. Conclusion: The percentage of professionalism self-evaluation ratings for all rotation types, except Inpatient General Medicine, were greater than 50% at the ‘exceeds expectation’ level. This data will be used for accreditation and quality improvement purposes.
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Sulasiwi, Intan Febry, Supriyono Koes Handayanto, and Wartono Wartono. "Development of self-rating scale instrument of self-directed learning skills for high school students." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 1 (June 29, 2019): 1–11. http://dx.doi.org/10.21831/pep.v23i1.18130.

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This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).
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Lee, Lan-Ting, Shu Hui Cheng, Chii-Jeng Lin, Mei Hung Chi, I. Hui Lee, and Yen Kuang Yang. "Communication skills scores of medical students and interview performance 3 years later." Health Education Journal 77, no. 7 (May 10, 2018): 849–54. http://dx.doi.org/10.1177/0017896918770228.

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Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.
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Martyushova, Y. G., and N. M. Lykova. "Organization of Reflexive-evaluative Activity of University Students by Using the Learning Management System." Psychological-Educational Studies 10, no. 2 (2018): 125–34. http://dx.doi.org/10.17759/psyedu.2018100211.

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The article is focusing on implementation specifics of reflection and evaluation phase of the learning process with use of learning management system. It describes implementation of preliminary, current and final types of control via combination of intramural and remote forms of study. The learning management system allows to evaluate correctness of task solutions and to utilise rating method for all types of control. This provides students with the possibility to observe their current rating and receive comments on the potential actions needed to achieve the learning objectives. Apart from that, rating capability of the learning management system supports development of students’ skills of self-reflection and self-control, creating a competitive environment and increasing learning motivation. Combination of accumulated current rating on learning management system’s tasks and results of intramural control allows to generate the final grade for the learning module.
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Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.
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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.

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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.
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Soyster, Harry D., and Stewart W. Ehly. "Relation between Parent-Rated Adaptive Behavior and School Ratings of Students Referred for Evaluation as Educable Mentally Retarded." Psychological Reports 60, no. 1 (February 1987): 271–77. http://dx.doi.org/10.2466/pr0.1987.60.1.271.

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This study investigated the relation among parents' perceptions of the adaptive behavior of students considered for placement in a class for educable mentally retarded, the self-ratings of those students, and ratings of those students by their teachers. Parents' ratings were gathered using the Adaptive Behavior Inventory for Children. Students' self-ratings and teachers' ratings were collected using the Behavior Rating Profile. Moderate association was found between parents' adaptive behavior ratings and the students' self-ratings of peer relationships. Significant but relatively low association was found between parents' adaptive behavior ratings and teachers' ratings. Implications of the findings for psychologists and special educators are mentioned.
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Dwinell, Patricia L., and Jeanne L. Higbee. "Students' Perceptions of the Value of Teaching Evaluations." Perceptual and Motor Skills 76, no. 3 (June 1993): 995–1000. http://dx.doi.org/10.2466/pms.1993.76.3.995.

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This research examined how 187 students assessed a course evaluation form, the anonymity of the evaluation process, the fairness and accuracy students attribute to the task of completing evaluations of instruction, and students' perceptions of the extent to which teachers and administrators make use of the information provided by evaluations. 92% of the student-participants believed that the rating forms provided an effective means of evaluating instruction. The majority thought instructors pay attention to evaluation results and change their behavior accordingly. Only 2% believed that their anonymity was not protected. Students appeared to have more faith in their own evaluations than in those of other students. They also lacked confidence in the use of evaluations for determining salary increases or tenure and promotion.
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Dissertations / Theses on the topic "Students – Self-rating of – Evaluation"

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Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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Bringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.

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Ho, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.

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Zong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.

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Coronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).
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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Sanders, Karalin. "A Comparison of Teacher Perceptions of Students' Abilities and Students' Self-Reported Technological Abilities." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174301.

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This study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students’ abilities to use certain technologies for learning purposes. A Mann-Whitney U test was conducted on the results of the surveys to determine if there was a statistical difference between the students’ and teachers’ responses. No statistical difference was calculated between students’ perceptions and teachers’ perceptions of students’ abilities to use instructional technology. Further, interviews were conducted with teachers to determine their perceptions of many aspects of the use of instructional technology, including the following: perceptions of teacher training regarding instructional technology, including preservice teacher training and professional development; pedagogical models teachers employ when using instructional technology; and barriers to the effective implementation of instructional technology in their respective classrooms. Findings revealed, overall, teachers think training regarding the use of instructional technology needs to be strengthened at both the preservice level and the professional development level. Further, teachers reported barriers to effective use of technology include a lack of viable equipment. Teachers were generally unfamiliar with pedagogical models regarding instructional technology.

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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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Meit, Heather Anderson. "Objective and subjective personality characteristics of medical students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1919.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 68 p. : ill. Includes abstract. Includes bibliographical references (p. 55-62).
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Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.

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Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle-grade students before and after program participation using the Children's Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students
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Books on the topic "Students – Self-rating of – Evaluation"

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Enhancing learning through self assessment. London: Kogan Page, 1995.

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Education, Saskatchewan Saskatchewan. Student evaluation: A teacher handbook. Regina: Saskatchewan Education, 1991.

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When learners evaluate. Portsmouth, NH: Heinemann, 1998.

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Buchanan, Douglas. Self-evaluation for teachers and student teachers: A framework for professional development. London: Kogan Page, 1997.

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Natriello, Gary. Creating more responsive student evaluation systems for disadvantaged students. Baltimore, Md: Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University, 1991.

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Gilliss, Geraldine. Testing and evaluation of student achievement in Canada. Ottawa: Canadian Teachers' Federation, 1986.

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R, Gullickson Arlen, and American Association of School Administrators., eds. The student evaluation standards: How to improve evaluations of students. Thousand Oaks, Calif: Corwin Press, 2003.

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Assessing students: How shall we know them? 2nd ed. London: Kogan Page, 1987.

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Webber, Linda Dennie. Evaluation in a whole language evaluation context. [Pullman]: Dept. of Education, Washington State University, 1988.

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Hannan, W. Assessment and evaluation in schooling. Victoria, [Australia]: Deakin University, 1985.

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Book chapters on the topic "Students – Self-rating of – Evaluation"

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Langhout, Regina Day, and Jesica Siham Fernández. "Empowerment Evaluation Conducted by Fourth- and Fifth-Grade Students." In Empowerment Evaluation: Knowledge and Tools for Self-Assessment, Evaluation Capacity Building, and Accountability, 193–232. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2015. http://dx.doi.org/10.4135/9781483387079.n14.

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Kawano, Yoshihiro. "Evaluation of Self-actualization Support System by Using Students Independence Rubric." In Advances in Network-Based Information Systems, 637–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98530-5_55.

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Wang, X., B. Qu, and Ch Y. Jia. "Evaluation of College Students’ Self-Regulated Learning Based on the IT Technology." In Lecture Notes in Electrical Engineering, 1201–5. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_122.

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Bijlsma, Hannah. "The Quality of Student Perception Questionnaires: A Systematic Review." In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.

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AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
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Sergent, Thomas, François Bouchet, Morgane Daniel, and Thibault Carron. "Using Prompts and Remediation to Improve Primary School Students Self-evaluation and Self-efficacy in a Literacy Web Application." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 221–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_17.

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Wisniewski, Benedikt, and Klaus Zierer. "Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers." In Student Feedback on Teaching in Schools, 125–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_8.

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AbstractThe term “student feedback” is often used synonymously with evaluation, assessment, or ratings of teaching, but can be conceptually delimitated from these concepts, distinguishing formative and summative aspects. Obtaining feedback is a core component of teachers’ professional development. It is the basis for critical self-reflection, a prerequisite of reducing discrepancies between one’s performance and set goals, a tool to identify blind spots, and a means of correcting false self-assessments. Student feedback opens up opportunities for teachers to improve on their teaching by comparing students’ perspectives on instructional quality to their own perspectives. Feedback can also help teachers to implement democratic principles, and experience self-efficacy. Conditions are discussed that need to be fulfilled for student feedback to be successful.
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Delnoij, L. E. C., J. P. W. Janssen, K. J. H. Dirkx, and R. L. Martens. "Designing an Online Self-assessment for Informed Study Decisions: The User Perspective." In Addressing Global Challenges and Quality Education, 74–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_6.

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AbstractThis paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.
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Antonsen, Kjersti Natvig, and Janne Kristin Hofstad. "Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway." In How Can we Use Simulation to Improve Competencies in Nursing?, 37–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_4.

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AbstractThis chapter describes the planning, implementation, and evaluation of non-technical skills simulations in an operating room (OR) nursing program in Norway. Three scenarios of preoperative preparations in the OR were simulated, each of which was followed by facilitated debriefing sessions. These sessions consisted of three phases: description, analysis, and application. To achieve the highest standard of care and ensure patient safety in the OR, it is necessary for Norwegian OR nurses to be proficient in the responsibilities and functions of both circulating and scrub nurse roles, including teamwork and non-technical skills. With respect to the three domains of educational purpose—qualification, socialization, and subjectification—the simulation activities aimed to enhance knowledge, ability, and understanding of non-technical skills in the OR, thus socializing the students to their new profession while also encouraging their independence. The Norwegian adaptation of the Scrub Practitioners’ List of Intraoperative Non-Technical Skills (SPLINTS-no) behavioral rating tool was used by the students for reflection and learning throughout the teaching activities. The majority of participants agreed or fully agreed that the three phases of debriefing were helpful for their learning. Simulation of non-technical skills in the preoperative OR can therefore be a valuable learning experience for OR nursing students, through the use of both low- and high-fidelity simulations in partnership with nurse anesthetist students.
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Leong, Pamela. "Student Evaluations Gone Wild: Rants and the Mixed Bags of Nuts." In Rating Professors Online, 119–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35936-2_6.

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Bakhshandeh, Behnam. "Transformational Coaches' Self-Reflection and Self-Evaluation through Self-Rating." In Transformational Coaching for Effective Leadership, 363–86. New York: Productivity Press, 2023. http://dx.doi.org/10.4324/9781003304074-25.

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Conference papers on the topic "Students – Self-rating of – Evaluation"

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DeBartolo, Elizabeth A., Margaret B. Bailey, Sheryl A. Gillow, William Scorse, and Richard Liccion. "An Evaluation of the Effectiveness of Traveling Engineering Activity Kits in Pre-College Classrooms." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12871.

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The focus of this paper is assessment of the effectiveness of Traveling Engineering Activity Kits (TEAK) in engaging pre-college students in engineering-related activities. This includes a discussion of the challenges in assessing such a brief interaction with groups of middle school students with widely varying backgrounds as well as a discussion of how past assessment has led to modifications in TEAK activities. Program assessment has evolved from pre- and post-visit quizzes on technical content and interest in engineering to instructor observation of student engagement during TEAK visits relative to engagement during a typical class period. Initial results from pre- and post-visit quizzes showed that the vast majority of students self-reported an increased interest in engineering but that the percentage of students showing an increased understanding of engineering topics was highly dependent on the background of the students. Students who did well on the pre-visit quizzes would show less improvement after a TEAK visit, because their initial level of knowledge was higher. In the present model of rating levels of student engagement during TEAK visits, results seem much more promising, with teachers indicating that, during TEAK activities, their students are more engaged and ask more and better questions than during a typical class.
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Schlag, Ruben, and Maximilian Sailer. "Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13093.

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This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Venkataramanujam, Venkatesh, and Pierre Larochelle. "Panther Peer: A Web-Based Tool for Peer and Self Evaluation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63807.

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Panther Peer is a novel web based tool for peer evaluation. It has been developed at the Florida Institute of Technology to enable students (specifically those involved in capstone design projects) to give one another anonymous feedback on their team performance. Panther Peer is simple to implement and completely automated. Panther Peer automates the process of peer evaluation and minimizes the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Moreover, the reduction in workload for course instructors enables them to encourage peer evaluations. The primary advantage of this system is the feedback students receive from their peers which helps them identify their weaknesses and focus on their strengths. The automated process means that the collection and dissemination of information is highly efficient. From the peer evaluations by students, instructors can have a fair idea about the teams progress and intervene where deemed necessary.
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Ganciu, Oana Maria. "Improving Students Self-Evaluation Capacity In Physical Education Lessons." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.257.

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Čermáková, Julie, Michaela Slabová, and Ladislav Rolínek. "SELF-EVALUATION OF THE LEVEL OF KEY COMPETENCIES FOR INDUSTRY 4.0." In 16th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2020. http://dx.doi.org/10.7441/dokbat.2020.07.

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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learning is an important but difficult concept to present to students. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. The outcomes are provided and recommendations are discussed.
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Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

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One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.
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Syafei, Wahyul Amien, Anastasia Ediati, D. V. S. Kaloeti, Jati Ariati, Agung Budi Prasetijo, Y. E. Windarto, and M. A. Virzawan. "SMILE (Self-Monitoring Interactive Learning Evaluation) for Indonesian University Students." In 2019 International Biomedical Instrumentation and Technology Conference (IBITeC). IEEE, 2019. http://dx.doi.org/10.1109/ibitec46597.2019.9091726.

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Dang, Hongmei, Pawan Tyagi, Esther Ososanya, and Kate Klein. "Project Based Course Enabled Nanotechnology Education for Senior Level Undergraduate and Graduate Students." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-68827.

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Abstract National Science Foundation funding was obtained to nucleate nanotechnology curriculum and start a senior-level nanotechnology course cross-listed in the Mechanical Engineering and Electrical Engineering department. The key components are implementation of lectures integrated with hands-on laboratory experience, research seminar and evaluation. Laboratory projects of nanofabrication include metal-oxide-semiconductor capacitor and nano-structured solar cell for undergraduate and graduate students respectively. The assessment of course materials and master’s understanding was evaluated by surveys and direct observations of student performance. In spring 2020, statistical data from survey demonstrated that graduate students responded overall high rate for all of the course materials and undergraduate students gave high rate for majority of course materials except thermal evaporation fabrication project. A significant standard deviation for rating of thermal evaporation fabrication process indicated that practical engineering projects are challenging for some undergraduate students.
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Reports on the topic "Students – Self-rating of – Evaluation"

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Tucker Blackmon, Angelicque. Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success. Innovative Learning Center, LLC, August 2020. http://dx.doi.org/10.52012/mlfk2041.

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Rodrigo, Maria Fernanda, Claudia Figueroa, Oliver Peña-Habib, Xiomara Rojas-Asqui, and Melanie Putic. OVE's Review of Project Completion Reports (PCRs) and Expanded Supervision Reports (XSRs): The 2020 Validation Cycle. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002944.

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This report summarizes the results of the Office of Evaluation and Oversight's (OVE) annual validation of the self-assessments of project performance and results completed by the Inter-American Development Bank (IDB) and IDB Invest in 2019-2020. The IDB and IDB Invest have systems in place to measure the development effectiveness of their operations. These systems use a number of instruments to assess projects at the design, implementation, and completion phases. The design-phase assessment uses a “Development Effectiveness Matrix” (DEM) for sovereign guaranteed (SG) operations. The effectiveness of non-sovereign guaranteed (NSG) operations is measured with a “Development Effectiveness Learning, Tracking, and Assessment tool” (DELTA). Implementation-phase assessments measure SG operations with “Project Monitoring Reports,” while NSG operations are assessed with “Project Supervision Reports.” Upon completion, SG projects are self-evaluated with “Project Completion Reports,” or PCRs. NSG operations, use “Expanded Supervision Reports,” or XSRs when they reach early operation maturity (EOM). OVE validates Managements self-evaluations (PCRs and XSRs) and assigns a final project performance rating to each operation. As part of the 2020 validation cycle, OVE reviewed PCRs for 63 operations, 62 with operational closure (CO fully justified) in 2018 and one in 2013. XSRs were reviewed for 36 IDB Invest operations that had reached early operating maturity (EOM) in 2018.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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